Use and perceptions of generative artificial intelligence among faculty in computing programs: a national study
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Abstract
This article presents the results of a survey conducted among university instructors who teach programming courses in Costa Rica, aimed at understanding their usage patterns and perceptions regarding generative artificial intelligence (GenAI) in these courses. The questionnaire was adapted from an instrument previously applied at universities in other countries. A total of 43 responses were collected from instructors across 10 universities. The results indicate a high level of GenAI use for text-based tasks (e.g., generating pedagogical content) and a moderate level for programming-related tasks (such as code generation and debugging). Furthermore, most instructors expressed their intention to increase the use of GenAI in their teaching while also voicing concerns about students becoming overly dependent on the technology. The study also revealed a wide range of opinions about when GenAI should or should not be used in programming courses. However, only a small proportion of instructors reported having explicit usage policies. These findings provide an up-to-date overview of how GenAI is currently used and perceived among programming educators and can help foster discussions on adapting teaching practices in response to emerging technologies.
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